Table 27. Mean number of practices for monitoring students used per school, and the percentage of public schools that monitored students in specified ways, by selected school characteristics: School year 2005

Crime and Safety Surveys

Publications & Products|SSOCS & SCS Table Library|Staff

Back

Download Excel

(58 KB)

Download SE Excel

(46 KB)

Table 27. Mean number of practices for monitoring students used per school, and the percentage of public schools that monitored students in specified ways, by selected school characteristics: School year 2005–06
		Percentage of schools that monitored students in specified ways
School characteristic	Mean number of practices for moni- toring students used per school¹	Require students to pass through metal detectors each day		Perform one or more random metal detector checks on students		Use one or more random dog sniffs to check for drugs	Perform one or more random sweeps for contra- band not including dog sniffs²		Require drug testing for any other students³		Provide school lockers to students	Require clear book bags or ban book bags on school grounds		Require students to wear badges or picture IDs		Use one or more security cameras to monitor the school
All public schools	2	1		5		23	13		3		51	6		6		43

Level⁴
Primary	1	1	!	2		4	2		1	!	27	2		2		31
Middle	2	2		9		41	22		4		80	13		10		52
High school	3	3		11		61	30		8		88	9		16		70
Combined	3	‡		5	!	50	39		6	!	82	14		7	!	55

Enrollment size
Less than 300	1	‡		2	!	24	15		3	!	55	6		3		33
300–499	1	#		2		17	9		1		42	4		2		41
500–999	1	2		6		21	11		3		47	8		7		44
1,000 or more	3	3		15		43	26		6		73	7		19		66

Urbanicity
City	1	4		11		11	11		1	!	38	6		9		41
Urban fringe	1	‡		3		17	10		4		44	6		8		45
Town	2	‡		5	!	32	16		2	!	57	13		4		46
Rural	2	‡		2		36	18		4		65	6		2		41

Crime level where students live⁵
High	1	6		17		7	14		2	!	37	8		12		46
Moderate	2	2	!	8		21	12		4		44	8		9		44
Low	1	‡		2		25	12		3		54	6		4		42
Mixed	2	1	!	6		27	18		4	!	50	7		10		45

Percent minority enrollment⁶
Less than 5 percent	2	‡		1		28	15		3		69	5		2		42
5 to 20 percent	1	‡		1	!	24	9		4		56	5		4		41
20 to 50 percent	2	‡		4		27	13		3		47	6		7		45
50 percent or more	1	3		11		16	14		2		36	8		10		42

Percent of students eligible for free or reduced-price lunch
0–20 percent	1	‡		2	!	20	9		2		55	4		6		42
21–50 percent	2	#		3		27	13		3		59	5		5		46
More than 50 percent	1	2		8		21	15		3		42	9		7		41

Percent of students below 15th per- centile on stan- dardized tests
0–5 percent	1	1	!	4		19	12		3		51	5		5		40
6–15 percent	1	1	!	4		26	12		3		50	7		5		43
More than 15 percent	2	2		9		25	17		4		50	8		10		46

Percent of students likely to attend college
0–35 percent	1	1		7		21	15		4		40	7		5		42
36–60 percent	2	1	!	5		26	12		3		52	7		6		43
More than 60 percent	2	1	!	3		22	13		3		56	6		7		43

Percent of students who consider academic achieve- ment important
0–25 percent	2	3	!	7		33	21		5	!	54	12		10		56
26–50 percent	2	1	!	6		29	15		3		50	10		6		41
51–75 percent	2	1	!	5		26	14		3		54	5		6		45
More than 75 percent	1	1		4		17	10		2		48	5		6		40

Percent male enrollment
0–44 percent	2	3	!	7		22	15		3	!	51	10	!	11		49
45–55 percent	2	1		5		24	13		3		51	6		6		42
More than 55 percent	1	‡		5		19	16		3	!	44	8		3		43

Student-to-FTE ratio⁷
Less than 12 students	1	1	!	4		23	13		3		55	7		5		40
12–16 students	2	1		5		26	13		3		49	7		8		49
More than 16 students	1	2	!	8		19	15		2	!	38	4	!	7		39

Number of class- room changes⁸
0–3 changes	1	1	!	4		5	5		‡		25	2		3		33
4–6 changes	1	1		5		21	12		3		48	6		7		43
More than 6 changes	2	1		6		41	22		4		77	11		8		51

Regular use of law enforcement⁹
Regular use	2	3		10		36	20		4		62	10		11		56
No regular use	1	‡		1	!	14	8		2		42	4		2		33

Number of serious discipline pro- blems¹⁰
No problems	1	1		4		20	13		2		47	6		5		41
1 problem	2	1	!	5		29	11		3		54	8		7		44
2 problems	2	1	!	4		30	15		5	!	60	5		9		51
3 or more problems	2	2	!	10		32	17		5	!	59	8		12		51

Transfers as a per- centage of enroll- ment¹¹
0 to 6 percent	2	1	!	4		23	15		3	!	58	5		8		40
6 to 11 percent	2	‡		3		24	15		3		53	7		4		45
11 to 21 percent	2	1	!	5		25	13		3		52	5		5		43
21 percent or more	1	2		7		21	11		3		43	8		8		43

Prevalence of school- wide disruptions¹²
No disruptions	1	1		4		22	12		3		50	6		6		42
Any disruptions	2	3	!	11		34	23		4	!	63	9		14		51

Percent of students absent on a daily basis
0–2 percent	1	‡		2	!	16	7	!	‡		47	8	!	4	!	31
3–5 percent	1	1	!	4		22	11		3		49	6		5		43
6–10 percent	2	#		7		29	1		3		57	7		7		48
More than 10 percent	2	7		12		19	18		‡		43	8		14		41

Prevalence of vio- lent incidents¹³
No violent incidents	1	‡		2	!	11	4		2	!	34	3	!	3		30
Any violent incidents	2	1		6		27	16		3		55	7		7		46
# Rounds to zero.
! Interpret data with caution. The standard error for this estimate is from 30 percent to 50 percent of the estimate’s value.
‡ Reporting standards not met. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
¹ Data represents the mean number of "yes" responses to the practices listed.
² Examples of contraband provided to respondents were drugs or weapons.
³ "Any other students" refers to students who do not participate in school athletics or other extracurricular activities.
⁴ Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8. Middle schools are defined as schools in which the lowest grade is not lower than grade 4 and the highest grade is not higher than grade 9. High schools are defined as schools in which the lowest grade is not lower than grade 9 and the highest grade is not higher than grade 12. Combined schools include all other combinations of grades, including K–12 schools
⁵ Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
⁶ Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
⁷ Student-to-FTE ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
⁸ Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
⁹ Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
¹⁰ Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems.
¹¹ Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school divided by the total number of students enrolled in the school.
¹² Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
¹³ Violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
NOTE: Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Detail may not sum to totals, because schools may have reported using more than one of these practices.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.

Back

Download Excel

(58 KB)

Download SE Excel

(46 KB)